Now listen to you word i said it

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A27 Some final clusters with three or four consonants can be difficult to pronounce even for native

English speakers, so in some words these are commonly simplified. For example, the middle consonant of the clusters Ikts/, Imps/, Impti, Ints/, IndzJ and Isktl is hardly heard or sometimes even left out (see also Unit 29A):

Leaving final consonants out of consonant clusters at the end of words can cause misunderstanding, and you should avoid this. For example, say:

product (not: produc ) jump (not: jum ) hand (not: hantl)

In particular, avoid leaving out /zl or Isl in plurals and third person singular verb forms, and ItI or Id! in -ed verbs and adjectives:

Don’t be tempted to add vowels to consonant clusters in order to make them easier to say, as this can also cause misunderstanding. You should —

•avoid adding an extra vowel at the end of an adjective, as this can sound like a comparative form:

fast (not: fast;! because it sounds like ‘faster’) damp (not: damp;! because it sounds like ‘damper’)

You can find more practice of consonant clusters at the end of words in Section E2.

Section B Pronunciation ofwords and phrases

Exercises

8 . 1 How many final consonant sounds — 1 , 2, 3 o r 4 — d o the words i n the box have when they are spoken slowly and carefully? (Note that the number of consonant sounds may be different from the number of consonant letters.) Write the words in the appropriate row.

Now check your answers, listen and say the words.

8.2 Listen to some of the words from exercise 8.1 (in bold) used in conversation. Some final clusters are simplified. Underline the words which are simplified and show which sound is left out or reduced.

EXAMPLES It was a long jump, but he risked it. (the Ik/ sound is left out)

8.3 Listen and underline the word you hear.

EXAMPLE I accept / accepted the award gratefully.

8.4 Anna failed her test to become a newsreader for her local English language radio station. Look at the transcript of the news item that she read. Then listen to the news being read clearly and correct the words that Anna pronounced wrongly.

+hittK

The police tftffithe rose on the south coat will be pack when the seven Felton Pop Festival beginners neck weekend: Lass year more than 10,000 pop fan pack into the feel where the festival was hell. There is simpler accommodation on a nearby farm, but most people will camper in small tense.

Now check your answers in the Key. Then read aloud the (correct) news item.

Follow up: What is the maximum number of final consonant sounds that can occur in your first language?

abstract. next Friday

Consonant clusters within and across words

,Jp;1′; Consonant clusters also occur within words. For example:

&Note: Some clusters found within words can also be found at the beginning of words (di ike — ow), at the end of words (iill.tantQorlarrml, or both (e ape — Scotland/aili; but others can’t (abstract, invisible).

AH. When a word ending with a consonant or consonants is followed by a word beginning with a consonant or consonants, a new consonant cluster across words is formed. These can be particularly difficult to pronounce when they come within a speech unit without a pause (see Section E4 Glossary for a definition of speech unit):

II it’s an elm treell

II there’s a childre.!li.J2laygroundll

When consonant clusters are divided by a pause, they are often easier to pronounce:

II if Tom can’t take you to the film/I try Mikell

II there’ll be three suitcasesll two of Joan’sll plus my ownll

m_ 1:4/7AII.the consonant clusters within the speech units in this conversation are underlined. listen and follow (lt1Apor’h:r ……f- /. the notes. Some clusters are simplified with sounds left out or changed to make them easierto

liS.f-e….i… pronounce. (Units 26-31 give detailed information on all these features offluent speech.)

» «‘ ‘w ,W»’ ,»»_, W»

Words that commonly go together in phrases and compounds (examples of these are given in Units 1 6-1 are generally said within speech units. Consonants at the word boundaries are usually run together in a cluster. For example:

Section B Pronunciation ofwords and phrases

Exercises

9. 1 Underline all the consonant clusters within the words in this text (i.e. not at the beginning or end of words). Note that some words have two consonant clusters.

When I started playing badminton, I was sixty and I hadn’t done any strenuous exercise for almost twenty years. But after just a few months I’d won the over-fifties national championship and an international competition. My husband thinks I’m crazy and that I’ll injure myself. But I’ve found a number of advantages in taking up a sport. I feel much healthier, and it’s important to be active at my age. And meeting new people has improved my social life. So I’ll carry on playing until I get too oH

Now check your answers in the Key. Then read the text aloud, focusing on the pronunciation of words with underlined consonant clusters.

9.2 Listen and repeat phrase 1 in column A with a slight pause between the two speech units. Then listen A36 and repeat phrase 1 in column B,making sure you run the words together without a pause. Then do the same for phrases 2-10 (notice that the underlined clusters are the same in columns A and B).

Some underlined consonant clusters in column B are simplified. Try to make the same simplifications when you repeat them (see Key for details of simplifications).

9.3 Match a word from box A with a word from box B to make compound nouns. Say the compounds aloud, making sure you run the words in the compound together.

EXAMPLE bloo oiso i q (Id! in ‘bloog’ is pronounced like Ibl)

A37 Listen, check your answers and repeat the compounds, making the same simplifications of consonant clusters where these occur (see Key for details of simplifications).

Follow up: Find two-word compound nouns used in a topic that interests you or in your area of study. Which of them have consonant clusters across the two words? Record yourself saying them, and listen to the recording.

,contro’versial and controVERsial

Word stress and prominence

In this book we use two terms that are related but different: stress and prominence. Most dictionaries which give the pronunciation of words also indicate which syllable(s) have stress. For example, CALD shows that ‘party’ and ‘remember’ have stress on only one syllable:

and that ‘controversial’ and ‘kindergarten’ have stress on two syllables:

controversial /,kon.tr;)’V3:.Sal/ kindergarten /’krn.d;),9a:.tan/

, shows main stress and , shows secondary stress.

When a word is used in conversation and emphasised (see Unit 33), one of the stressed

syllables is made prominent. In a one-stress word this is the stressed syllable, and in a two-stress word it is usually the syllable with main stress. Prominent syllables are shown in this book in capital letters:

‘ I >’u’U A39 Prominence can move to the secondary stressed syllable in a word like ‘controversial’ when it is followed by a word with another prominent syllable, particularly when the first syllable of the following word is prominent:

She gave a CONtroversial ANswer.

This is sometimes called stress shift. Stress shift can only happen in words where a secondary stress comes before main stress. Here are some more examples:

Other words which often have stress shift include:

•,alto’gether, ,inde’pendent, ,indi’stinct, ,medi’ocre, , satis’factory, , uni’versity, ,week’end, ,worth’while.

•some place names which have main stress on the last syllable, such as: ,Ber’lin, ,Kow’loon, ,Montre’al.

•-teen numbers — ,thir’teen, ,nine’teen; and two-part numbers — ,forty-‘five, ,seventy-‘eight.

Section B Pronunciation of words and phrases

Exercises

1 0. 1 Are these one-stress words (write 1) o r two-stress words (2)? Circle the main stressed syllables and underline the secondary stressed syllables. Use your dictionary if necessary.

A41 Now listen, check your answers and repeat the words.

1 0.2 Underline the syllable you think is most likely to have prominence in the words in bold. In which two of these words is stress shift not possible?

EXAMPLES We used to live near the Berlin Wall. She’s got a job in Berlin.

A42 Now listen and check your answers. Then say the sentences aloud.

1 0.3 Listen and underline the syllable that has main stress in these words.

A43

Now use the words to complete these conversations. Then underline the syllable in the word that you think is likely to be prominent.

4A: I didn’t think his findings were very objective.

B:No, they were very

S A: Does the tabletop need washing?

B: No, the ………………………….. .

6A: I’ve brought you the paintbrush you asked for. B: No, I wanted my ……………………

A44 Now listen, check your answers and repeat the corrections .

Follow up: Do you know of any differences in stress in words in British English and in another variety of English you are familiar with?

‘comfort and ‘comfortable

Suffixes and word stress (1 )

A4S’ Some words are made up of a root and a suffix:

root

—Icommerc(l.

e) 11

ial

l

….f—-

suffix

In some words with suffixes, the stress stays on the same syllable as in the root. Compare:

‘ danger and: ‘ dangerous

In other words, the suffix changes the stressed syllable. Compare:

‘commerce and: com’ mercial

,146 Suffixes which don’t usually change the stress pattern in the root word include -able, -age, -al (but see Unit 12 for -ial), -er, -ful, -less, -ness, -ous and -fy. For example:

Note that before the suffixes -ious, -ulous, -orous and -eous main stress usually comes in the syllable before the suffix:

A47 Some suffixes themselves usually have the main stress. These include -ee, -eer, -ese and -ette.

For example:

Exceptions include: ‘omelette, ‘etiquette, em’ployee (although less commonly we use ,employ’ee).

You can find more practice of words with suffixes in Section E3.

•If the pre-suffix syllable ends with the letter i and the root word ends with the letter y in a stressed syllable, the stress is usually on the pre-suffix syllable:

Some of these words ending with the suffixes -ant, -ent, -ance or -ence have a different stress placement from the root:

while others have the same stress placement:

con ‘ tinue — con ‘ tinuance ap’ pear — ap’ pearance

@J A53 Notice that the suffix -ment doesn’t usually change the stress pattern in the root:

You can find more practice of words with suffixes in Section E3 .

Найди и исправь ошибки. Запиши предложения без ошибок.
1. I am listen to you now.
2. Little Roo don’t like to eat.
3. Rita watches TV at the moment.
4. She is visiting her Granny now ?
5. Are you play basketball?

Ответ